Counterfactual geographies: worlds that might have been

This paper argues for a renewed consideration of counterfactuals within geography. Drawing upon Doreen Massey's emphasis on notions of ‘possibility’, ‘chance’, ‘undecidability’ and ‘happenstance’, we argue for an engagement with approaches in the humanities that have addressed such issues directly. We review previous uses of counterfactual method in historical geography, particularly as related to cliometrics and the ‘new economic history’ of the 1960s, but argue that a recent upsurge of interest in other disciplines indicates alternative ways that ‘what-if’ experiments might work in the sub-discipline. Recent counterfactual work outside of geography has had a notably spatial cast, often thinking through the nature of alternative worlds, or using counterfactual strategies that are explicitly concerned with space as well as temporal causality. We set out possible agendas for counterfactual work in historical geography. These include: consideration of the historical geographies within existing counterfactual writings and analyses; suggestions for distinctive ways that historical geographers might think and write counterfactually, including experiments in geographies of happenstance, and the exploration of more-than-human possibilities; analyses of the geography of and in counterfactual writing; and study of the political, ethical and emotional demands that counterfactuals make. This discussion and framework provides an extended introduction to this special feature on counterfactual geographies.     

IF: COUNTERFACTUAL AND CONDITIONAL HISTORIOGRAPHY

Conditionals are a feature of historiography. Despite this, historiographical research is focused predominantly on one kind of conditional, counterfactuals. New trans‐Atlantic contributions to this research by Catherine Gallagher and Richard J. Evans highlight the rich history of counterfactuals in Western thought, and their use by individuals and groups to imagine a present and a future that addresses regrets about the present. Their intimation of a flattening out of history through counterfactual nostalgia is not supported by the artistic expression of Tacita Dean, and new contributions to the philosophy of conditionals, building relations, and causal relations by Karen Bennett and Anthony Kwame Appiah. This review teases out the layered, causally tainted, and metaphysically agnostic world posited by Karen Bennett and conjoins it with David Lewis's reflections on possible worlds to suggest that conditional and counterfactual operators in historiography are building restrictors. This takes us away from Niall Ferguson's argument for the use of counterfactuals as a recognition of the underdetermination of history, and reminds us of the need to—as Appiah argues so succinctly—understand the pervasive role that idealizations play in helping us to manage the world and ourselves. The review rounds out by highlighting the computational implications of our conditional world, inviting historians to be at the table as fairness is debated and coded. In this way, the gap in research on the ethical need for historiographical conditionals in the twenty‐first century is highlighted.     

THE USES OF WALTER: WALTER BENJAMIN AND THE COUNTERFACTUAL IMAGINATION

Many authors, both scholarly and otherwise, have asked what might have happened had Walter Benjamin survived his 1940 attempt to escape Nazi‐occupied Europe. This essay examines several implicitly or explicitly “counterfactual” thought experiments regarding Benjamin's “survival,” including Hannah Arendt's influential “Walter Benjamin: 1892–1940,” and asks why our attachment to Benjamin's story has prompted so much counterfactual inquiry. It also explores the larger question of why few intellectual historians ask explicitly counterfactual questions in their work. While counterfactuals have proven invaluable for scholars in diplomatic, military, and economic history, those writing about the history of ideas often seem less concerned with chains of events and contingency than some of their colleagues are—or they attend to contingency in a selective fashion. Thus this essay attends to the ambivalence about the category of contingency that runs through much work in intellectual history. Returning to the case of Walter Benjamin, this essay explores his own tendency to pose “what if?” questions, and then concludes with an attempt to ask a serious counterfactual question about his story. The effort to ask this question reveals one methodological advantage of counterfactual inquiry: the effort to ask such questions often serves as an excellent guide to the prejudices and interests of the historian asking them. By engaging in counterfactual thought experiments, intellectual historians could restore an awareness of sheer contingency to the stories we tell about the major texts and debates of intellectual history.     

Environmental Research and Education in US Geography

This article evaluates geography as an appropriate home for environmental education. First, it argues that many geographers have defined geography as a discipline with a major, if not primary, interest in human–environment interactions. Next, it reviews the recent statements by non-geographer, environmental scholars that, directly or indirectly, argue for strong participation by geographers in environmental science and sustainability studies. After a brief review of the status and the nature of environmental research programs and environmental curricula, the article offers reasons why more environmental education does not take place in geography. The lack of environmental education in the discipline and the conservative nature of the courses taught are attributed to geography's small size and low status and to the controversial nature of environmental issues in the United States. A broad definition of environmental education is used when searching for evidence of its existence or importance, but special attention is focused on courses or programs that incorporate sustainability or other topics that include a human dimension, in contrast with those that are confined to a narrow, natural-science or management conception.     

The taming of psychoanalysis in geography

In the last decade, social and cultural geography has experienced a 'psychoanalytic turn': geographers have used insights from Freud, Lacan, Klein, Winnicott, Kristeva and others to deepen and re-orient our understandings of subjectivity and socio-spatial formations. In this paper, I argue that in the process, psychoanalytic geography has tended to render psychoanalysis compatible with the imperatives currently driving social and cultural geography (such as the demand to theorize resistance and develop particular understandings of politicized subjectivities and spatialities). Many of Freud's founding insights, however, work at odds with such imperatives: Freud's formulation of the unconscious points to a realm that is not malleable in terms of cultural resignification, and that conceives the individual as subject as much to inertia and repetition as to progressive transformation. The paper demonstrates how geography has worked to tame psychoanalytic theory by downplaying its more politically unpalatable aspects. In so doing, it argues that the time is now right for those aspects to be brought to light.     

From the Inside Looking out and the Outside Looking in: Whatever Happened to ‘Behavioural Geography’?

As part of the Institute of Australian Geographers' Millennium Project, this article examines the shift of behavioural geography from a cutting edge sub-discipline to a branch of enquiry that is now much less prominent in mainstream human geography, especially in Australia. Through an exploration of the rationale for behavioural geography, a brief outline of the nature of the work that was done, and a consideration of the critiques of behavioural geography, the paper argues that behavioural geography enriched the discipline in several ways: it was instrumental in encouraging geographers to consider the epistemological foundations of the discipline; it fostered consideration of a variety of philosophical and methodological positions; and it highlighted the need to consider interrelationships between individuals, groups, society and environment thereby bringing into prominence the ways in which shared environmental meanings are contested and negotiated. Behavioural geography might be a term that is used much less than it once was and behaviourally-orientated research might increasingly find expression in interdisciplinary outlets rather than in mainstream geography journals but contemporary geography is heir to the endeavours of behavioural geography.     

Developing Geographers through Photography: Enlarging Concepts

This paper explores how photographs can be used to teach urban social geography to second- and third-year university students. In it the author describes her work acquainting students with the skill of ‘directed observation’. She argues that teaching geography through photography is not merely asking students to take pictures but rather, the process of looking with intention. Capturing what is seen on film encourages students to engage with geography by seeing how ideas ground themselves on the landscape. This work also challenges how geographers think about what they require of students and calls into question normative classroom practices. Most importantly, it adds to our understanding of concepts that are central to geographic analyses and heightens our awareness of how well students understand. Photographs provide an opportunity to hear multiple voices in multiple ways. The author suggests that the methodological and pedagogical contributions of photographs have been overlooked in geography.     

A Sample of the Mexican-American Population in 1940

Abstract

Researchers use a mathematical model to perform a counterfactual study of the 1854 Charge of the Light Brigade. They first calibrate the model with historical data so that it reproduces the actual charge's outcome. They then adjust the model to see how that outcome might have changed if the Heavy Brigade had joined the charge and/or if the charge had targeted the Russian forces on the heights instead of those in the valley. The results suggest that all the counterfactual attacks would have led to heavier British casualties. However, a charge by both brigades along the valley might plausibly have yielded a British victory.     

The career aspirations and expectations of geography doctoral students: establishing academic subjectivities within a shifting landscape

The PhD forms a watershed period where candidates' professional identities are formed, and their career aspirations and expectations are developed. Yet little is known about Australian geography doctoral students' career aspirations and expectations. Drawing on findings from a 2016 survey of those students, the paper establishes that while a majority of students aspire to work in academia, many also feel quite pessimistic about their prospects of being able to do so. The paper argues that the uncertainty and anxiety that many Australian geography doctoral students feel about their future careers is the product of a wider cultural shift that is occurring in relation to the purpose of the research doctorate. Geographers need to critically engage with these changes and the academic subjectivities they are producing to ensure that, as a discipline, geography continues to make a positive contribution to the careers of the individuals who undertake these degrees.     

Small firm finance and economic geography

This paper argues that firm finance is something of a ‘black-box’in economic geography, a largely take-for-granted aspect ofproduction. Focusing on small firms, the paper argues that firmfinance warrants analysis, not simply to ‘add’ toknowledge and to form another sub-discipline of economic geography,but in order to further develop and refine our understandingof uneven development. The paper explores the neglect of firmfinance in economic geography and highlights some of the contributionsof literatures in eco-nomics and business. Finally, the paperoutlines three points of intersection between these disparate,usually disciplinary-bound, literatures in business, economics,and economic geography: the place-bound nature of firms, thesocial character of economic relations, and third, the powerrelations and asymmetries inherent in financial relationships.These intersections are used to critique existing small firmfinance literatures and to outline the contours of an emergingresearch agenda in economic geography.     

Space-Time, 'Science' and the Relationship between Physical Geography and Human Geography

This paper explores the possibility that there may be commonalities between physical geography and human geography in emerging ways of conceptualizing space, time and space-time. It argues that one of the things holding physical and human geography apart for so long has been their relationship to physics as an assumed model of 'science'. It is proposed here that not only is this an inadequate model of science but that it has led us astray in our inherited conceptualizations of both time and space. The urge to think 'historically' is now evident in both physical and human geography. The paper argues that this both forms the basis for a possible conversation and also obliges us to rethink our notions of space/space-time.     

Challenges to geography's public and practitioners

Abstract

Economic geography is in a state of flux. This paper argues that there is a need to develop a relevant and theoretically informed economic geography. Some of the more difficult challenges facing both teachers and students are outlined, and the author describes how such difficulties have been tackled through an Enterprise in Higher Education initiative centering on innovative assessment procedures for group research projects. The project is evaluated in terms of potential gains to both staff and students.     

Engaging with Economic Geography in the ‘Real’ World: A Central Role for Field Teaching

Debates concerning how to engage students with economic geography have ignored the important role of field teaching. This paper argues that fieldwork must remain a key component of economic geographical teaching and that it offers a variety of advantages to overcoming student disinterest in the sub-discipline. It goes on to argue that field teaching must be developed, not neglected, in economic geography and illustrates its pedagogical advantages with reference to the example of a field class in north-east England.     

Counterfactualism,utopia, and historical geography: Kim Stanley Robinson's The Years of Rice and Salt

Though counterfactual histories are treated with suspicion by some historians, they can be both useful and politically progressive. In fact it is possible to argue that counterfactual historical geographies might even be utopian. Though this seems counter-intuitive (how could alternative histories imagine a better future?), both histories and utopias encourage a kind of popular historicism, a sense that things have been (and could be) different. Whether this makes counterfactual fictions utopian depends on how you define utopia. Recent critical re-appraisals of the concept have suggested that we might think of it as a process, an ongoing critique of the present, not as an end in itself. Counterfactual histories can be utopian because they encourage a critique of teleology and determinism; their geographies can also be utopian because they remind us that spaces are multiple and open. A close reading of Kim Stanley Robinson's Years of Rice and Salt (2002), a novel that describes a world without Europe after a more virulent version of the fourteenth-century plague kills everyone west of Constantinople, demonstrates that counterfactual historical fictions present an unequalled opportunity to reflect upon the practice of history. The novel also suggests that counterfactual historical fictions also allow for a critical evaluation of the nature of space. The paper concludes by demonstrating the value of counterfactual fictions through their representations of history, and of spaces of movement, multiplicity, and agonistic encounter.     

Arena symposium: equal opportunities

The Internet is a hospitable medium for distance learning. Some geography educators fear that distance education confronts the discipline with a moral dilemma, however. One, in particular, acknowledges some of the advantages of distance learning, but contends that it cannot convey the sense of place that is 'the essence of what it means to be a geographer'. This paper is concerned with the morality of distance learning. In particular, it considers educators' obligations to deliver quality education, and to make it as widely accessible as possible. The paper stresses that the key distinction between distance learning and traditional resident instruction is not the mode of delivery, nor is it the distances in time and space that separate students and teachers. Rather, it is that distance learners are a qualitatively different, older population, with different educational needs from traditional on-campus undergraduates and graduate students. The paper argues that geography educators have a moral obligation to serve lifelong learners, an obligation that should take precedence over our allegiance to conventional notions about what constitutes the essence of our field.     

Three Scandinavian Counterfactual Scenarios from the Napoleonic Wars

The article focuses on the possibilities of counterfactual history through three showcases from the Scandinavian theatre of the Napoleonic Wars. The scenarios are based on clearly described and plausible points of divergence, i.e. single, identifiable historical events that could have resulted in a different outcome. The counterfactuals are explored by means of systematic extrapolation. The first scenario presents the possibility of a Danish victory against the British naval expedition in the Battle of Copenhagen Roads in 1801. The scenario seeks to answer the question whether the Danish victory could have maintained the League of Armed Neutrality intact in some form, keeping Scandinavia out of the Napoleonic Wars altogether. The second scenario describes the Abborfors border dispute of 1803, which historically nearly triggered a war between Sweden and Russia. The extrapolation focuses on the hypothetical consequences of a premature Swedish-Russian conflict in 1803, and its impact on the War of the Third Coalition. The third scenario explores the hypothetical French invasion of Jutland in 1807, and the potential of Scandinavia as a strategic quagmire of the Napoleonic Wars, comparable to what Spain became in our timeline.     

Consumption,exclusion and emotion: The social geographies of shopping

In recent years, a productive dialogue has developed between retail geographers and those social geographers concerned with the spatiality of consumption. This has resulted in a series of accounts of shopping that emphasize notions of consumer creativity. Nonetheless, this paper argues that many of these have struggled to reconcile the meaning of shopping with an understanding of the material parameters within which consumers operate. Recognizing that this tendency has distracted from the socio-spatial inequalities evident in retailing, the paper examines how shopping rituals are embedded in social relations that discourage particular shoppers from visiting certain retail locations. Drawing on extensive and intensive data derived in Coventry (UK), the paper questions the extent to which this geography of exclusion is the product of constraint, arguing that shopping is shaped by a more complex spatiality of inclusion and (self-) exclusion. Accordingly, the paper makes the case for a social geography of shopping that pays careful attention to the emotionally laden transactions played out in particular settings.     

Teaching Research Methodology to Geography Undergraduates: rationale and practice in a human geography programme

Recent acknowledgement that geography students should gain knowledge and experience in the research process has not been matched by accounts of how this experience should be taught. In human geography, apart from a small selection of informative textbooks, scholars have remained relatively quiet on the matter of curriculum design and teaching programmes that would provide this experience. Instead, attention has been devoted to specific, individual research skills or selected intersections between teaching and research. In contrast, this paper argues that it is important to consider how we might best teach research methodology in a comprehensive manner to human geography undergraduates. The authors identify pedagogic and pragmatic reasons for teaching this material and then address some of the difficulties and challenges associated with this endeavour. Taking one New Zealand human geography example, the aims and structure of a 200-level course that attempts to provide such an example of research methodology teaching are then sketched out. Responses to the course are noted and followed by reflections on the pragmatic and disciplinary challenges that continue to exist.     

社会性别视角下的人地关系——国外女性主义地理学研究进展和启示

20世纪六、七十年代,在第二次女性主义运动的影响下,女性主义思潮与人文地理学研究相结合,致力于揭示和消除"男造环境"中的性别歧视,尤其是女性在空间和地方使用上面临的种种限制,从而开始了女性主义地理学的发展。本文对国外近几十年来女性主义地理学研究进行系统回顾,探究这一学科兴起的具体学术渊源,分析和评价它的主要的研究路径和成果。论文最后从三个方面展望在当下中国发展这一学术领域的前景,认为它将会有助于:①拓展性别分析的交叉性;②实践女性主义知识生产的位置理论;③为性别主流化提供政策依据。